Welcome to the fourth special issue of the Pervasive Labour Union zine, Urgent Publishing Debris. In May 2019, the Making Public: Urgent Publishing Conference took place. Among others, it asked the following questions:-"How to realize sustainable, high-quality alternatives within this domain of post-digital publishing?"-"How can designers, developers, artists, writers and publishers intervene in the public debate and counter misinformation in a meaningful and relevant way?"-"What are new publishing strategies for our current media landscape?"-"How to design for urgency without succumbing to an accelerated hype cycle?"The presentations, debates and conversations have all been officially documented in blogposts on the Institute of Network Cultures website, videos and pictures. But what about the notes, the pictures, the recordings and the tweets of the conference's visitors? What do they have to tell us about how each person experienced the conference? This special issue aims to provide new readings of the event by creating remixes of the official archival sources with the 'unofficial' debris circulating around it.In order to facilitate the navigation between articles, making connections visible where they might have only been implicit, the editors have decided to define eleven overarching topics (Social/Community, Activism, Post-truth, New forms, Authorship/Makers, Speed, Positioning, Locality, Relationality, Authoritarianism, Parasite). Each of the topics was attributed a colour and the source material is highlighted accordingly.Furthermore, each remix has a dispersed editors' note, wherein each editor reflects in more detail on the program, how it connects to the conference's topic and how it might answer any of the aforementioned questions.
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This paper analyses the impact of two structural context factors on mathematics teacher students. First, the Netherlands is coping with a massive mathematics teacher shortage. Second, the Dutch knowledge-economy feeds the private tutoring sector. The impact on young teacher-students is tremendous; they start working as a teacher too early. Besides successful studying, broader professionalization and quality of mathematics education are in jeopardy. A quick-fix for mathematics education might do more damage than foreseen.
Careers work is a very political business. Since the early 1990s, successive governments in England and the Netherlands have persistently challenged those working in the careers sector to demonstrate the educational, social and economic value and impact of their work. In this context, the marketisation of career guidance policies and practices has expanded, with a growing assumption that market-based goods and services ensure greater responsiveness to consumer choice and offer better and/or more innovative services for lower prices. In this article, we do not intend to give a comparison of trends in England and the Netherlands. We only examine the impact of market principles applied to career guidance provision in both countries. Findings indicate such provision for young people is on a steady decline. Lessons learned from these two nations indicate that a market for quality career services does not exist in schools and colleges. As a result, marketisation and privatisation of career services have led to an impoverished and fragmented supply of services. Greater attention by governments in career guidance policies for young people (and adults) is necessary to reduce the widening gap between ‘the haves and have nots’ in society. Failure to reduce labour market mismatch through new forms of careers dialogue is not only damaging and costly for individuals, families and employers, but for the taxpayer too.